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Transcript of inC OLOR in Reading Writing File-Folder Centers T … K... · Reading & Writing File-Folder Centers...
Grades K–1
Just cut and fold standard file folders for
instant centers!
Just cut and fold standard file folders for
instant centers!
12 Irresistible and Easy-to-Make Centers That Help Children Practice and Strengthen Important Reading and Writing Skills
Reading & Writingin COLORFile-Folder Centers
Mini
Reading & Writingin COLORFile-Folder Centers
Mini
T hese unique, easy-to-assemble mini centers will be a big hit with kids! It’s so simple: just cut file folders in half, fold into quarters, glue in the colorful templates—and these fun-filled learning centers are ready to go!
Designed to reinforce important reading and writing skills, the activities are great for students to use independently or in learning centers. And the small size makes them easy to store as well as to send home with students for extra practice. Topics include matching letters, letter-sound relationships, segmentation, vowels, rhyming, sight words, and more!
Look for these other great books:
ISBN-13: 978-0-545-17692-7ISBN-10: 0-545-17692-1
EAN
$17.99 U.S. SC-517692
File-Folder Games in Color: Phonics
Grades K–2 ISBN: 0-439-51767-2
File-Folder Games in Color: Word Families
Grades K–2 ISBN: 0-439-51768-0
Pocket-Folder Centers in Color: Reading
Grades K–1ISBN: 0-545-13038-7
The Most Trusted Name In Learning®
www.scholastic.com
by Betty Jo Evers
This book is dedicated to my husband, David (educator and secondary school administrator),
who has provided consistent support and encouragement throughout my teaching career.
Without his guidance, my life as a teacher, presenter, and writer would not have been possible.
Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom use.
No other part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form
or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher.
For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012.
Edited by Immacula A. Rhodes
Cover design by Jason Robinson
Interior design by Solas
Cover and interior illustrations by Teresa Anderko, Maxie Chambliss, and Rusty Fletcher
ISBN-13: 978-0-545-17692-7
ISBN-10: 0-545-17692-1
Copyright © 2010 by Betty Jo Evers
Illustrations © 2010 by Scholastic Inc.
Published by Scholastic Inc. All rights reserved. Printed in China.
1 2 3 4 5 6 7 8 9 10 16 15 14 13 12 11 10
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ContentsAbout This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
What’s Inside . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Making & Using the Mini File-Folder Centers . . . . . . . . . . . . . . . . 5
What the Research Says . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Meeting the Language Arts Standards . . . . . . . . . . . . . . . . . . . . 8
Mini File-Folder CentersLetter Match (matching letters) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Great Beginnings With Bb and Dd (initial sound of B and D) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Sweet Cc Treats (initial sound of hard C) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Rr and Ww Sound-Sort Webs (initial sound of R and W) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Short Vowel Sound-Out (short vowels) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Word-Building With Consonants (initial and final consonants) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Words Sound-by-Sound (segmentation) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Rhyme Time (word families) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Wonderful Color Words (word configurations) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Out-of-This-World Number Words (word configurations) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sight-Word Speed Read (sight word recognition) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Looking Out for One or More (singular and plural nouns) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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25
29
33
38
42
47
51
. 56
4
About This BookAs teachers, we realize that children learn at different times and in
different ways . The desire to help every child succeed leads us to
research, learn, and gather information to make teaching as effective as
possible . We are constantly in search of ideas and materials that capture
children’s interest and motivate them to engage in independent reading
and writing activities . Mini File-Folder Centers in Color: Reading & Writing,
Grades K–1 was created for just this purpose .
In the 3rd edition of Best Practice: Today’s Standards for Teaching and
Learning in America’s Schools by Steven Zemelman, Harvey Daniels, and
Arthur Hyde, (Heinemann, 2005), the authors remind us that, “A room
with centers offers kids variety in the day, a chance to engage content
actively, natural occasions for quiet talk, opportunities for spontaneous
collaboration, and the responsibility for making choices .” The classroom-
tested learning centers in this book give children a fun, engaging way to
practice and build skills that help them meet the language arts standards,
including the Big Five—phonemic awareness, phonics, vocabulary,
comprehension, and fluency—the essential components in the Reading
First Program guidelines identified in the No Child Left Behind Act . (See
“What the Research Says” and “Meeting the Language Arts Standards,”
page 8, for more .) In addition, the unique mini file-folder format appeals
to kids of all learning styles, while the self-checking activities encourage
independence and lend support to children who need extra help in
reading and writing .
The mini centers are a snap to set up and store: Just cut out the
templates, glue them inside file folders that have been cut in half and
folded into quarters, and you’ve got twelve instant centers! The activities
are designed to reinforce children’s reading and writing skills and include
topics such as matching letters, letter-sound relationships, vowels,
segmentation, word families, sight words, and more . And they make a
great classroom management tool—whether used as anchor activities
or sponge activities (exercises that support learning by giving children
opportunities to practice, reinforce, or extend skills they already know)—
the centers are perfect for individual or partner work, as well as for small-
group instruction .
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] an introductory page for the
teacher that shows how the
center is assembled
] a list of materials needed to
prepare and use the activity
] step-by-step assembly directions
] extension activities, including
writing activities that continue
reinforcing children’s skills
and interest
] a label with the title of each
center for the file-folder tab
] a pocket to attach to the front
of the file folder for storing the
activity cards
] colorful templates to glue
to the inside of the folder
] directions that explain to
children how to use the center
] activity cards
] an answer key
What’s Inside Everything you need for the mini file-folder centers is included in this resource .
Each center activity includes the following:
Making the Mini File-Folder CentersFollow these easy directions to prepare the mini file folders and
assemble the centers .
How to Prepare the Mini File Folders 1. Cut each extended-tab file folder in half horizontally .
2. Open the folders . Then fold the left side of
each mini file folder toward the center fold .
Fold it to the right two more times .
When finished, you’ll have a foldout mini file folder
that’s divided into four sections by the folds .
first fold second fold third fold
Materials
* 6 extended-tab file folders (in a variety of colors, if available)
* scissors
* glue stick or rubber cement
* craft knife
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How to Assemble the Mini File-Folder Centers 1. Glue the center label onto the file-folder tab .
2. With the tab of the folded folder at the right, glue (or tape) the pocket
to the front . Glue only along the top, bottom, and left edges of the
pocket, leaving the right edge open to serve as the pocket opening .
3. Glue the answer key to the back of the file folder .
4. Open the folder and glue the three templates and directions to the
inside sections . (Glue the directions to the far-right section .)
5. Laminate the assembled folder and activity cards for durability .
After laminating, use a craft knife to carefully slit open the pocket .
Assembly Tips
* Before cutting the activity cards apart, make additional color or black-and-white copies to have on hand in case pieces are lost.
* To help children keep the activity cards in place when using a center, you might affix self-adhesive Velcro® dots to the inside of the folder and on the back of each card.
Template 1 Template 2 Template 3
Directions
Cards
Label
mouseshell
trainhousebee
duck
Answer Key(back of folder)
Pocket Opening
Pocket(front of folder)
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Using the Mini File-Folder Centers
] Before introducing the centers to children, conduct
mini-lessons to review the reading concepts used in
each center .
] Model for children how to use each center .
] Store the mini file-folder activities in a learning center
and encourage children to use them for independent
learning activities before or after school, during
center or free-choice time, when they have finished
other tasks, or while you work with other individuals or
small groups .
] Keep a supply of pencils, markers, and paper
available with the centers . Have children complete
a writing component for each activity . Some center
directions specifically include a step that involves
writing, and you’ll find additional writing activities in
the Extending the Activities section for each center .
] When children complete a center, invite them to
share their work, including the writing component,
with others . Afterward, you might have them place
their writing sample in a specified location . You can
use their work to track progress and assess skills .
] Keep the centers handy for use as quick assessments
or for volunteer tutors to use as instructional tools .
] Send the mini file-folder centers home with children
to give them extra practice and to encourage family
involvement in their learning .
One Step FurtherSharing learning is a key component in using the mini file-folder centers. After children complete an activity, provide the time and opportunity for them to share their responses with a friend, partner, small group, or the entire class. When children share what they learn with others, they get further practice in applying their reading and writing skills as they also build vocabulary, communication, and social skills.
Storage TipA small shoebox makes an ideal storage container for your mini file-folder centers. You might reinforce the corners of the box and lid with strapping tape for durability, then cover both with decorative paper or vinyl. To prepare for use, set the box inside the lid. Then stand the folders tab end up in the box so children can easily see the labels to find the center they’ll work with. For storage after the school year, lay the centers flat in the box and place the lid on top.
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What the Research SaysIn his book The Science of Spelling: The Explicit Specifics That Make Great
Readers and Writers (Heinemann, 2004), Richard Gentry states that “When
we teach the knowledge needed for spelling to the beginning reader—
knowledge about sounds, letter knowledge, concept of what a word is,
phonemic awareness, knowledge of the alphabetic principle for mapping
spoken language to its printed form, knowledge of spelling patterns
(i .e ., phonics), and how phonics brings some pattern and consistency
to a very complex system for mapping printed language to spoken
language—we are teaching the underlying knowledge needed for
reading, and for writing .”
Connections to the McREL Language Arts StandardsMid-continent Research for Education and Learning (McREL), a nationally recognized nonprofit organization, has compiled and evaluated national and state standards—and proposed what teachers should provide for their K–1 students to grow proficient in reading. The activities in this book support the following standards:
ReadingUses the general skills and strategies of the reading process including:
• Uses mental images based on pictures and print to aid in comprehension of text
• Uses basic elements of phonetic analysis (common letter-sound relationships, beginning and ending consonants, vowel sounds, word patterns) to decode unknown words
• Uses basic elements of structural analysis (syllables, spelling patterns) to decode unknown words
• Understands level-appropriate sight words and vocabulary
WritingUses grammatical and mechanical conventions in written compositions including:
• Uses conventions of print in writing
• Uses complete sentences in written compositions
• Uses conventions of spelling in written compositions
• Uses conventions of capitalization and punctuation in writing
Source: Kendall, J. S., & Marzano, R. J. (2004). Content knowledge: A compendium of standards and benchmarks for K-12 education. Aurora, CO: Mid-continent Research for Education and Learning. Online database: http://www.mcrel.org/standards-benchmarks/
Connections to the Reading First ProgramThe activities in this book are also designed to support you in implementing the Reading First Program, authorized by the U.S. Department of Education’s No Child Left Behind Act. The National Reading Panel has identified the five key areas of reading instruction as follows:
Phonemic AwarenessThe ability to hear, identify, and manipulate phonemes—the sounds of spoken language
Phonics DevelopmentThe ability to understand the predictable relationship between phonemes and graphemes—the letters and spellings that represent those sounds in written language—that helps readers recognize familiar words accurately and automatically and to decode unfamiliar words
Vocabulary DevelopmentThe ability to store information about the meanings and pronunciation of words necessary for communicating, including vocabulary for listening, speaking, reading, and writing
FluencyThe ability to read text accurately and quickly that allows readers to recognize words and comprehend at the same time
ComprehensionThe ability to understand and gain meaning from material read
Source: Guidance for the Reading First Program. (U.S. Department of Education Office of Elementary and Secondary Education, 2002).
Meeting the Language Arts Standards
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BANNERHow to Assemble
Materials•
Skill: XXXXXXXX
9
Skill: XXXX
Materials
* pages 11–15
* f oldout mini file folder
* scissors
* glue
Letter MatchHow to Assemble 1. Cut out the mini file-folder label, pocket, and
answer key on page 11 . Glue the label onto the
file-folder tab . Then glue the top, bottom, and left
edges of the pocket to the front of the folder . Glue
the answer key to the back of the folder .
2. Cut out the three templates, directions, and letter
cards on pages 13 and 15 . Open the file folder
and glue each template and the directions to the
inside sections, as shown . When the center is not
in use, store the cards in the pocket on the front
of the folder .
Extending the ActivityTo extend learning, instruct children to do the following:
] Match uppercase and lowercase magnetic letters
on a magnet board .
] Write each letter and use it in a drawing of
something that begins with that letter .
Skill: Matching Letters
9
Template 1
Template 2 Template 3
Directions
Cards
Pocket(front of folder)
Answer Key(back of folder)
Label
a
e
p
m
r
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swe
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Lette
r Mat
ch •
10
Lett
er
Ma
tch
Lab
el
Lett
er
Ma
tch
Ans
we
rs
A :
a
F :
f I :
i
H :
h
B :
b
P :
p R
: r
E :
e
N :
n T :
t
D :
d
M :
m
Let ter Match
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Lette
r Mat
ch •
Tem
pla
te 1
Tem
pla
te 2
AF
BP E
RH
I
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Lette
r Mat
ch •
Directions
Directions1. Take out the cards.
2. Match each lowercase letter to its uppercase letter.
3. Check your answers.
4. Write each letter pair on a sheet of paper.
Template 3
N
D
T
M
a f i h
b p r e
n t d m
Letter Cards
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Skill: INITIAL SouND oF B AND D
Great Beginnings With Bb and Dd
How to Assemble 1. Cut out the mini file-folder label, pocket, and
answer key on page 19 . Glue the label onto the
file-folder tab . Then glue the top, bottom, and left
edges of the pocket to the front of the folder . Glue
the answer key to the back of the folder .
2. Cut out the three templates, directions, and picture
cards on pages 21 and 23 . Open the file folder
and glue each template and the directions to the
inside sections, as shown . When the center is not
in use, store the cards in the pocket on the front
of the folder .
Extending the ActivityTo extend learning, instruct children to do the following:
] Draw five things that begin with the sound for each
letter: B and D .
] Write the words for the picture cards that begin with
B on one side of a sheet of paper and those that
begin with D on the other side .
Materials
* pages 19–23
* f oldout mini file folder
* scissors
* glue
Template 1
Template 2 Template 3
Directions
Cards
Label
Pocket(front of folder)
Answer Key(back of folder)
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Gre
at B
egin
ning
s W
ith B
b an
d D
d •
Gre
at B
egin
ning
s W
ith B
b a
nd D
d
Ans
wer
s
An
swe
rs
Bb
Dd
Gre
at
Be
gin
nin
gs
Wit
h B
b a
nd
Dd
Lab
el
Great Beginnings With Bb and Dd
DdBb
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Gre
at B
egin
ning
s W
ith B
b an
d D
d •
Tem
pla
te 1
Bb
Dd
Tem
pla
te 2
Bb
Dd
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at B
egin
ning
s W
ith B
b an
d D
d •
Template 3
Bb Dd
Directions
Directions1. Take out the cards.
2. Name the picture on each card.
3. Which sound does it begin with: B or D?
Place the card under that letter.
4. Check your answers.
Picture Cards
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Skill: INITIAL SouND oF HARD C
Sweet Cc TreatsHow to Assemble 1. Cut out the mini file-folder label, pocket, and
answer key on page 27 . Glue the label onto the
file-folder tab . Then glue the top, bottom, and left
edges of the pocket to the front of the folder . Glue
the answer key to the back of the folder .
2. Cut out the three templates, directions, and picture
cards on pages 29 and 31 . Open the file folder
and glue each template and the directions to the
inside sections, as shown . When the center is not
in use, store the cards in the pocket on the front
of the folder .
Extending the ActivityTo extend learning, instruct children to do the following:
] Write the word for each picture card that begins
with the hard C sound .
] Draw a picture of five other things that begin with
the hard C sound .
Materials
* pages 27–31
* f oldout mini file folder
* scissors
* glue
TipYou might tell children that four picture
cards show items that do not begin with
the C sound.
Template 1
Template 2 Template 3
Directions
Cards
Pocket(front of folder)
Answer Key(back of folder)
Label
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An
swe
rs
Swee
t Cc
Trea
ts •
Swe
et
Cc
Tre
ats
Lab
el
Swe
et
Cc
Tre
ats
Ans
we
rs
Sweet Cc Treats
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Swee
t Cc
Trea
ts •
Tem
pla
te 1
Tem
pla
te 2
Cc
Cc
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Swee
t Cc
Trea
ts •
Template 3 Directions
Directions1. Take out the cards.
2. Name the picture on each card.
3. Does it begin with the C sound? • If so, place the card on a
piece of candy. • If not, set the card aside.
4. Check your answers.
Cc
Picture Cards
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Rr and Ww Sound-Sort WebsHow to Assemble 1. Cut out the mini file-folder label, pocket, and
answer key on page 35 . Glue the label onto the
file-folder tab . Then glue the top, bottom, and left
edges of the pocket to the front of the folder . Glue
the answer key to the back of the folder .
2. Cut out the three templates, directions, and picture
cards on pages 37 and 39 . Open the file folder
and glue each template and the directions to the
inside sections, as shown . When the center is not
in use, store the cards in the pocket on the front
of the folder .
Extending the ActivityTo extend learning, instruct children to do the following:
] Write the words for the picture cards that begin with
R on one side of a sheet of paper and those that
begin with W on the other side .
] Group the pictures by whether they are living
or nonliving things, then write the words in
each group .
Materials
* pages 35–39
* f oldout mini file folder
* scissors
* glue
Skill: XXXXXXXX
Skill: INITIAL SouND oF R AND W
TipTell children to stack the cards that they
move to the webs.
Template 1
Template 2 Template 3
Directions
Cards
Pocket(front of folder)
Answer Key(back of folder)
Label
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Rr a
nd W
w S
ound
-Sor
t Web
s •
Rr
an
d W
w S
ou
nd
-So
rt W
eb
s
Lab
el
An
swe
rsRr and Ww
Sound-Sort Webs
Rr
Soun
ds
Ww
So
und
s
Rr a
nd W
w S
oun
d-S
ort
Web
s A
nsw
ers
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Rr a
nd W
w S
ound
-Sor
t Web
s •
Tem
pla
te 1
Tem
pla
te 2
Ww
Rr
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Rr a
nd W
w S
ound
-Sor
t Web
s •
Directions
Directions1. Take out the cards.
2. Place a card on the white box.
3. Name the picture. Which sound does it begin with: R or W?
Move the card to the web for that letter.
4. Repeat for each card.
5. Check your answers.
Picture Cards
Template 3
Rr or Ww?
Place card here.
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Short Vowel Sound-OutHow to Assemble 1. Cut out the mini file-folder label, pocket, and
answer key on page 43 . Glue the label onto the
file-folder tab . Then glue the top, bottom, and left
edges of the pocket to the front of the folder . Glue
the answer key to the back of the folder .
2. Cut out the three templates, directions, and picture
cards on pages 45 and 47 . Open the file folder
and glue each template and the directions to the
inside sections, as shown . When the center is not
in use, store the cards in the pocket on the front
of the folder .
Extending the ActivityTo extend learning, instruct children to do the following:
] For each short vowel sound, draw two things (not
on the cards) that have that sound in their names .
] Use the spelling frames as models to write other
short vowel words, such as hit, hot, and hut .
Materials
* pages 43–47
* f oldout mini file folder
* scissors
* glue
* wipe-off pen
* paper towels
Skill: XXXXXXXX
Skill: SHoRT VoWELS
TipAfter they complete the center, have
children use a paper towel to erase their
writing on the file folder.
Template 1
Template 2 Template 3
Directions
Cards
Pocket(front of folder)
Answer Key(back of folder)
Label
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Sho
rt V
ow
el
Sou
nd
-ou
t
Lab
el
Sho
rt V
ow
el S
oun
d-o
ut A
nsw
ers
An
swe
rs
mo
p
pig
be
d
hat
mug tub
Left:
Mid
dle:
Righ
t:
Short Vowel Sound-Out
Shor
t Vow
el S
ound
-Out
•
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Shor
t Vow
el S
ound
-Out
•
Tem
pla
te 1
p
g
h t
Tem
pla
te 2
b
d
m
g
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Picture Cards
Template 3
m p
t b
Directions
Directions1. Take out the cards.
2. Name each picture. What vowel sound do you hear?
3. Match the picture to its spelling frame.
4. Write the missing vowel. Use a wipe-off pen.
5. Check your answers.
6. Write each word on a sheet of paper.
Shor
t Vow
el S
ound
-Out
•
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Word-Building With Consonants
Skill: XXXXXXXX
How to Assemble 1. Cut out the mini file-folder label, pocket, and
answer key on page 51 . Glue the label onto the
file-folder tab . Then glue the top, bottom, and left
edges of the pocket to the front of the folder . Glue
the answer key to the back of the folder .
2. Cut out the three templates, directions, and picture
cards on pages 53 and 55 . Open the file folder
and glue each template and the directions to the
inside sections, as shown . When the center is not
in use, store the cards in the pocket on the front
of the folder .
Extending the ActivityTo extend learning, instruct children to do the following:
] Use the spelling frames as models to write other
words that begin and end with consonants, such
as tag, leg, mix, dot, and nut .
] Draw pictures to go with as many of their new
words as possible .
Materials
* pages 51–55
* f oldout mini file folder
* scissors
* glue
* wipe-off pen
* paper towels
Skill: INITIAL AND FINAL CoNSoNANTS
TipAfter they complete the center, have
children use a paper towel to erase
their writing on the file folder.
Template 1Template 2 Template 3
Directions
Cards
Label
Pocket(front of folder)
Answer Key(back of folder)
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An
swe
rs
Wor
d-Bu
ildin
g W
ith C
onso
nant
s •
Wo
rd-B
uild
ing
Wit
h C
on
son
an
ts
Lab
el
__ a
__:
b
at
ma
p
__ e
__:
he
n ne
t
__ i
__:
wig
__ o
__:
c
ot
top
__ u
__:
ru
g
sun
Wo
rd-B
uild
ing
With
Co
nso
nant
s A
nsw
ers
Word-Building
With Consonants
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31
Wor
d-Bu
ildin
g W
ith C
onso
nant
s •
Tem
pla
te 1
Tem
pla
te 2
a
o
u
o
u
e
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Wor
d-Bu
ildin
g W
ith C
onso
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s •
Template 3 Directions
Directions1. Take out the cards.
2. Name the picture on each card.
3. Find a spelling frame that can be used to spell that word.
Place the card next to the frame.
4. Write the missing consonants. Use a wipe-off pen.
5. Check your answers.
6. Write each word on a sheet of paper.
e
i
a
Picture Cards
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Words Sound-by-SoundHow to Assemble 1. Cut out the mini file-folder label, pocket, and
answer key on page 59 . Glue the label onto the
file-folder tab . Then glue the top, bottom, and left
edges of the pocket to the front of the folder . Glue
the answer key to the back of the folder .
2. Cut out the three templates, directions, and picture
cards on pages 61, 63, and 65 . Open the file folder
and glue each template and the directions to the
inside sections, as shown . When the center is not
in use, store the cards in the pocket on the front
of the folder .
Extending the ActivityTo extend learning, instruct children to do the following:
] Name each picture and identify the beginning
sound of the word .
] Draw a picture of ten things . Name each picture
and count the sounds in it . Write that number next
to the picture .
Materials
* pages 59–65
* f oldout mini file folder
* scissors
* glue
Skill: XXXXXXXX
Skill: SEGMENTATIoN
Tips• Remind children to say each word
sound by sound, counting each sound
that they hear. For example, sun has
three sounds: /s/ /u/ /n/.
• Tell children to stack the cards
that they move to the 2-, 3-, and
4-sounds columns.
Template 1
Template 2 Template 3
Directions
Pocket(front of folder)
Answer Key(back of folder)
Label
Cards
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Wor
ds S
ound
-by-
Soun
d •
An
swe
rs
Wo
rds
Sou
nd
-by-
Sou
nd
Lab
el
Wo
rds
Soun
d-b
y-So
und
Ans
we
rs
1 s
oun
de
ye
2 s
oun
ds
be
eb
ow
co
we
gg
key
tie
3 s
oun
ds
be
db
one
c
at
do
gfly le
gro
pe
4 s
oun
ds
cra
bfla
gfro
gha
ndla
mp
sto
p
Wordssound-by-Sound
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Wor
ds S
ound
-by-
Soun
d •
Tem
pla
te 2
Tem
pla
te 1
3 so
und
s1
so
und
4 s
oun
ds
2 so
und
s
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36
Wor
ds S
ound
-by-
Soun
d •
Template 3 Directions
Directions1. Take out the cards.
2. Place a card on the yellow box.
3. Name the picture. Say the word sound by sound. Tap a number to count
each sound that you hear.
4. How many sounds are in the word?
Move the card under that number.
5. Repeat for each card.
6. Check your answers.
1 2 3 4
Tap out each sound.
Place card here.
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Wor
ds S
ound
-by-
Soun
d •
Picture Cards
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Rhyme TimeHow to Assemble 1. Cut out the mini file-folder label, pocket, and
answer key on page 69 . Glue the label onto the
file-folder tab . Then glue the top, bottom, and left
edges of the pocket to the front of the folder . Glue
the answer key to the back of the folder .
2. Cut out the three templates, directions, and word
cards on pages 71 and 73 . Open the file folder
and glue each template and the directions to the
inside sections, as shown . When the center is not
in use, store the cards in the pocket on the front
of the folder .
Extending the ActivityTo extend learning, instruct children to do the following:
] On their paper, write one more word that rhymes
with each pair of words and uses the same
spelling pattern .
] Use each pair of rhyming words in a sentence .
Materials
* pages 69–73
* f oldout mini file folder
* scissors
* glue
Skill: XXXXXXXX
Skill: WoRD FAMILIES
Template 1
Template 2 Template 3
Directions
Cards
Pocket(front of folder)
Answer Key(back of folder)
Label
mouseshell
trainhousebee
duck
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Rhym
e Ti
me
•
Rhy
me
Tim
e
Lab
el
Rhy
me
Tim
e A
nsw
ers
An
swe
rs
hous
e
m
ous
e
tree
be
e
she
ll
b
ell
train
rain
duc
k
truc
k
fish
dis
h
Rhyme Time
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Rhym
e Ti
me
•
Tem
pla
te 1
Tem
pla
te 2
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Rhym
e Ti
me
•
Directions
Directions1. Take out the cards.
2. Read each word. Match the word to its picture.
3. Read the words that are next to each other.
Do they rhyme?
4. Check your answers.
5. Write each word pair on a sheet of paper.
Template 3
Word Cards
house mouse tree bee
shell bell train rain
duck truck fish dish
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Wonderful Color WordsHow to Assemble 1. Cut out the mini file-folder label, pocket, and
answer key on page 77 . Glue the label onto the
file-folder tab . Then glue the top, bottom, and left
edges of the pocket to the front of the folder . Glue
the answer key to the back of the folder .
2. Cut out the three templates, directions, and word
cards on pages 79, 81, and 83 . Open the file folder
and glue each template and the directions to the
inside sections, as shown . When the center is not
in use, store the cards in the pocket on the front
of the folder .
Extending the ActivityTo extend learning, instruct children to do the following:
] Use magnetic letters to spell out the color words on
a magnet board .
] Write each color word on a sheet of paper using a
matching colored marker .
Materials
* pages 77–83
* f oldout mini file folder
* scissors
* glue
Skill: XXXXXXXX
Skill: WoRD CoNFIGuRATIoNS
TipUse only one set of word cards in the
center, starting with the cards printed in
color. When children become familiar with
the words and their shapes and meanings,
replace the colored words with those
printed in black.
Template 1
Template 2 Template 3
Directions
Cards
Pocket(front of folder)
Answer Key(back of folder)
Label
red
blueyellow
orangepurple
green
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Won
derfu
l Col
or W
ords
•
An
swe
rs
Wo
nde
rful
Co
lor
Wo
rds
Ans
we
rs
Wo
nd
erf
ul
Co
lor
Wo
rds
Lab
el
Wonderful Color Words
bla
ck
red
blu
e
yello
w
gre
en
bro
wn
ora
nge
Left:
Mid
dle:
Righ
t:
pur
ple
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Won
derfu
l Col
or W
ords
•
Tem
pla
te 1
Tem
pla
te 2
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Template 3
Won
derfu
l Col
or W
ords
•
Directions
Directions1. Take out the cards.
2. Read each color word. Match the word to its shape.
3. Check your answers.
4. Write each color word on a sheet of paper.
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Won
derfu
l Col
or W
ords
•
Word Cards
black
redblue
yellow
purple
greenbrown
orange
Extra Cards
black
redblue
yellow
purple
greenbrown
whitewhiteorange
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Out-of-This-World Number Words
Skill: XXXXXXXX
How to Assemble 1. Cut out the mini file-folder label, pocket, and
answer key on page 87 . Glue the label onto the
file-folder tab . Then glue the top, bottom, and left
edges of the pocket to the front of the folder . Glue
the answer key to the back of the folder .
2. Cut out the three templates, directions, and word
cards on pages 89 and 91 . Open the file folder
and glue each template and the directions to the
inside sections, as shown . When the center is not
in use, store the cards in the pocket on the front
of the folder .
Extending the ActivityTo extend learning, instruct children to do the following:
] Use magnetic letters on a magnet board (or letter
tiles on a tabletop) to spell out each number word .
] Have a partner use the word cards to check their
spelling as they spell out each number word .
Materials
* pages 87–91
* f oldout mini file folder
* scissors
* glue
Skill: WoRD CoNFIGuRATIoNS
Template 1
Template 2 Template 3
Directions
Cards
Label
onethree five
sevennine
twelvePocket(front of folder)
Answer Key(back of folder)
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An
swe
rs
Out
-of-T
his-
Wor
ld N
umbe
r Wor
ds •
Out-of-This-World Number Words
ou
t-o
f-Th
is-W
orl
d N
um
be
r W
ord
s
Lab
el
out
-of-T
his-
Wo
rld
Num
ber
Wo
rds
Ans
wer
s
Righ
t:
ten
ele
ven
twe
lve
11:
9:
12:
10:
Mid
dle: se
ven
7:5:
8:6:
Left:
on
eth
ree
fou
r3:1:
4:2:
five
six
eig
ht
nin
e
two
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Tem
pla
te 1
Tem
pla
te 2
Out
-of-T
his-
Wor
ld N
umbe
r Wor
ds •
1 2 3 4
5 6 7 8
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Template 3
Out
-of-T
his-
Wor
ld N
umbe
r Wor
ds •
Directions
Directions1. Take out the cards.
2. Read each number word. Match the word to
its number and shape.
3. Check your answers.
4. Write each number word on a sheet of paper.
9
10
11
12
Word Cards
one two threefour five sixseven eight nineten eleven twelve
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Sight-Word Speed ReadHow to Assemble 1. Cut out the mini file-folder label, pocket, and
answer key on page 95 . Glue the label onto the
file-folder tab . Then glue the top, bottom, and left
edges of the pocket to the front of the folder . Glue
the answer key to the back of the folder .
2. Cut out the three templates, directions, and word
cards on pages 97, 99, and 101 . Open the file folder
and glue each template and the directions to the
inside sections, as shown . When the center is not
in use, store the cards in the pocket on the front
of the folder .
Extending the ActivityTo extend learning, instruct children to do the following:
] Write the sight words from the center on index
cards . Take the cards home to practice reading
the words .
] Have a partner use the word cards to check their
spelling as they spell out each word .
Materials
* pages 95–101
* f oldout mini file folder
* scissors
* glue
* kitchen timer
Skill: XXXXXXXX
Skill: SIGHT WoRD RECoGNITIoN
Template 1
Template 2 Template 3
Directions
CardsPocket
(front of folder)
Answer Key(back of folder)
Label
do
see
aresome
give
they
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An
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rs
52
Sigh
t-Wor
d Sp
eed
Read
•
Sig
ht-
Wo
rd S
pe
ed
Re
ad
Lab
el
Sig
ht-W
ord
Sp
ee
d R
ea
d A
nsw
ers
Sight-WordSpeed Read
Left
:
I d
o
the
g
et
like
a
m
see
o
f
Mid
dle
:
are
is
have
to
som
e
you
go
m
y
Rig
ht:
giv
e
for
wa
s a
nd
on
said
it th
ey
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Sigh
t-Wor
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Tem
pla
te 1
Tem
pla
te 2
I the
like
see
do
ge
t
am of
are
have
som
e
go
is to you
my
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Sigh
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Read
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Directions
Directions1. Take out the cards. Sort them by color.
2. Set the timer to 1 minute. Turn it on.
3. Read the words in each set of color cards.
4. Match each word to the same word on the folder.
5. Stop when the timer goes off.
How many words did you match?
6. Check your answers.
Template 3
give
was
on
it
for
and
said
they
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Sigh
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I do the get
like am see of
are is have some
to you go my
give for was and
they said it on
Word Cards
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Looking Out for One or MoreHow to Assemble 1. Cut out the mini file-folder label, pocket, and
answer key on page 105 . Glue the label onto the
file-folder tab . Then glue the top, bottom, and left
edges of the pocket to the front of the folder . Glue
the answer key to the back of the folder .
2. Cut out the three templates, directions, and picture
cards on pages 107, 109, and 111 . Open the file
folder and glue each template and the directions
to the inside sections, as shown . When the center is
not in use, store the cards in the pocket on the front
of the folder .
Extending the ActivityTo extend learning, instruct children to do the following:
] Use magnetic letters on a magnet board to spell
each singular word . Add s to make it plural .
] Write a sentence with each singular word . Then
rewrite the sentence with its plural form .
Materials
* pages 105–111
* f oldout mini file folder
* scissors
* glue
Skill: XXXXXXXX
Skill: SINGuLAR AND PLuRAL NouNS
Template 1
Template 2 Template 3
Directions
Cards
Pocket(front of folder)
Answer Key(back of folder)
Label
trees
bird
flowers
owls
stars
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An
swe
rs
57
Look
ing
Out
for O
ne o
r Mor
e •
Loo
kin
g o
ut
for
on
e o
r M
ore
Lab
el
Loo
king
out
for o
ne o
r Mo
re A
nsw
ers
Looking Out for One or More
o
ne
Mo
re T
han
one
tre
e
tree
s
st
ar
sta
rs
b
ug
bug
s
b
ird
bird
s
flo
we
r flo
we
rs
c
loud
c
loud
s
sn
ake
sn
ake
s
tu
rtle
tu
rtle
s
o
wl
ow
ls
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Tem
pla
te 1
Tem
pla
te 2
Look
ing
Out
for O
ne o
r Mor
e •
o
ne
Mo
re T
han
one
o
ne
Mo
re T
han
one
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Look
ing
Out
for O
ne o
r Mor
e •
tree trees star
stars bug bugs
bird birds flower
flowers cloud clouds
snake snakes turtle
turtles owl owls
Picture Cards
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Template 3
Look
ing
Out
for O
ne o
r Mor
e •
Directions
Directions1. Take out the cards.
2. Match the cards that show the same kinds of things.
3. Which card shows only one thing?
Put it under “One.”
4. Which card shows more than one thing?
Put it under “More Than One.”
5. Read the words for each pair.
6. Check your answers.
7. Write each pair of words on a sheet of paper.
one More Than one
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